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EMOTIONAL INTELLIGENCE FOR ECONOMIC AND SOCIAL SUCCESS

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SCHOOL:A ROLLER COASTER OF EMOTIONS

ATTENTION, MEMORY, AND LEARNING

DECISION MAKING

RELATIONSHIP QUALITY

PHYSICAL AND MENTAL HEALTH

EVERYDAY EFFECTIVENESS

EMOTIONS MATTER

HOW DO U.S.HIGH SCHOOL STUDENTS FEEL IN SCHOOL?

Among the top 10 emotions, 8 were negative and 2 were positive.

HOW H.S. STUDENTS FEEL EACH DAY

😴😴TTIIRREEDD

😖😖SSTTRREESSSSEEDD

80% of the time

TOP 3 CURRENT FEELINGS:

😑😑BBOORREEDD

70% of the time

• Makes us physically sick

• Weakens the immune system

• Impairs performance

• Motivates us

• Promotes well-being

• Enhances performance

GGOOOODD SSTTRREESSSS((PPOOSSIITTIIVVEE CCHHAALLLLEENNGGEE))

BAD STRESS(NO RELIEF IN SIGHT)

THERE ARE TWO TYPES OF STRESS

HOW H.S. STUDENTS WANT TO FEEL

Meanness  &  Cruelty… Fearful &  Hopeless

Positive  Relationships… Accepted &  Connected

Engaging Instruction… Hopeful  &  Interested

Relevance&  Meaningfulness… Happy  &  Respected

HOW DO STUDENTS’ EXPERIENCES AT SCHOOL RELATE TO THEIR FEELINGS?

HOW DO WE CLOSE THE GAP?

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RECOGNIZING EMOTION

UNDERSTANDING EMOTION

LABELING EMOTION

EXPRESSING EMOTION

REGULATING EMOTION

EMOTIONAL INTELLIGENCE

RECOGNIZING EMOTION

Identifying emotion in oneself and others by interpreting facial expressions, body language, vocal tones, and physiology

UNDERSTANDING EMOTION

Knowing the causes and consequences of emotions, including the influence of different emotions on thinking, learning, decisions, and behavior

LABELING EMOTION

Having and using a sophisticated vocabulary to describe the full range of emotions

EXPRESSING EMOTION

Knowing how and when to express emotions with different people and in multiple contexts

Influences:• Temperament/personality• Gender, role, power• Social norms (family/work)• Culture (display rules)

REGULATING EMOTION

The “thoughts” and “actions” we use to manage our own (and others’) emotions

Moving from:• Negative self-talk to positive self-talk• Suppressing to breathing• Blaming to reappraising• Procrastinating to achieving

LLOOWWEERR IINN EEII

§ Conduct problems§ Aggressive behavior§ Hyperactivity/attention problems§ Risky sexual behavior§ Substance abuse§ Social deviance § Anxiety/depression

HHIIGGHHEERR IINN EEII

§ Empathy

§ Well-being

§ Quality relationships

§ Prosocial behavior

§ Satisfaction with school

§ Leadership skills

§ Academic achievement

EI AMONG YOUTH PREDICTS…

Our  Center’s  evidence-­based  approach  to  social  and  emotional  learning  (SEL)

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Leaders

Educators  &  Staff

Blended  TrainingModel

Coaching

Online  portal  

Learning  Communities  

PreK-­‐H.S.  Students

Families

RULER = ALL STAKEHOLDERS TRAINED

The Mood MeterHow are you feeling?

As a class, we want to feel…

In order to have thesefeelings consistently,

we will…

We will prevent and manage conflict by…

Emotional Intelligence Charter Take a Meta–M ment Solve problems with

The Blueprint

© 2012 Ruler Group, LLC www.therulerapproach.org

ANCHORS OF EMOTIONAL INTELLIGENCE

We will create a full draft Charter for all of youto review. After everyone signs off, we’ll createa large one that will hang in the district office,and smaller ones that you can keep forpersonal use.

THE CHARTER:TOO MANY RULES, NOT ENOUGH FEELINGS!

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Energy

Pleasantness

FACIAL EXPRESSIONSBODY LANGUAGE

VOCAL TONESPHYSIOLOGY

BEHAVIOR

MOOD METER: NAME IT TO TAME IT

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Energy

Pleasantness

ENRAGED

ANXIOUS

ANNOYED

SURPRISED

ELATED

CHEERFUL

BORED

DISAPPOINTED

SERENE

CALM

CONTENT

ECSTATIC

JOY

PEACEFULHOPELESS

WORRIED

DEPRESSED

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Energy

Pleasantness

PUT  A  DIFFERENT  SPIN  ON  IT

TALK  TO  A  FRIEND

THINK  ABOUT  SOMEONE  WHO  INSPIRES  YOU

LISTEN  TO  MUSIC

TAKE  A  WALK

DO  A  BREATHING  EXERCISE

USE  POSITIVE  SELF-­TALK

LEAVE  THE  SITUATION

www.moodmeterapp.com

Between stimulus and response, there is a space. In that space lies our freedom and power to choose our response. In our response lies

our growth and freedom.

VIKTOR E. FRANKL

“”

Solve problems with

The Blueprint

© 2012 Ruler Group, LLC www.therulerapproach.org

Describe

RULER Skill Me Other Person

Recognize& Label

Understand

Express& Regulate

Reflect & Plan

How did I feel?

What causedmy feelings?

How did I expressand regulate myfeelings?

How did ____ express and regulate his/her feelings?

What happened?

What could I have done to handle the situation better? What can I do now?

How did ____ feel?

What caused ____’s feelings?

THE BLUEPRINT:MOVING FROM ME TO WE

Students:• Less anxious and depressed• More developed emotional skills• Fewer attention problems• Better academic performance• Greater leadership skills

Teachers: • More engaging, supportive, and effective

Classrooms/Schools:• More positive climates and less bullying

RULER MAKES A DIFFERENCE

• AAsssseessss:: Get a snapshot of how adults & students feel• EEvvaalluuaattee:: Receive a full report• PPllaann:: Create an action plan• AAcctt:: Use resources (lessons, videos, community) • RReefflleecctt:: Discuss progress & best practices

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Early adopters: inspired@yale.eduSite: Inspired.fb.com

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IT’S TIME FOR AN EMOTION REVOLUTION

THANK YOU

EEMMAAIILL:: mmaarrcc..bbrraacckkeetttt@@yyaallee..eedduu WWEEBBSSIITTEESS:: eeii..yyaallee..eedduu;; rruulleerr..yyaallee..eedduu

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